2,290 research outputs found
Gamma ray transients
The discovery of cosmic gamma ray bursts was made with systems designed at Los Alamos Laboratory for the detection of nuclear explosions beyond the atmosphere. HELIOS-2 was the first gamma ray burst instrument launched; its initial results in 1976, seemed to deepen the mystery around gamma ray transients. Interplanetary spacecraft data were reviewed in terms of explaining the behavior and source of the transients
Design entrepreneurship as teaching methodology / Thomas Cline
As more design students plan for non-traditional jobs in the gig economy, it seems prudent to accommodate their educational needs within traditional models of design education. While most forms of design education are focused on producing designers that join traditional design firms, we should also accommodate those students who wish to work on task-based projects or open their own firms. Having found this additional content difficult to fit into the current curriculum, we have begun a student-centered design incubator and consultancy that allows our students to learn by doing—by becoming design entrepreneurs while remaining sheltered by the resources of the university. Louisiana Design Works provides educational and physical resources to students who wish to establish their own design-centered enterprises. These enterprises can take many forms; freelance opportunities, consultancies, graphic design firms, photography studios, and small-scale design and fabrication shops. It is through Louisiana Design Works that we teach our students skills beyond those typical to an undergraduate design education. They learn, in a very hands-on way, to research, design, market and manage their businesses, and manufacture and/or provide the services specific to their individual goals and aspirations. In creating this opportunity, we are able to promote, and retain, local designers and the products and services that they produce. In this way, we contribute to educational practices, economic growth, and community prosperity. While we do not yet have sufficient data to make substantial claims, we hold that this methodology is worth further exploration and would encourage others to adopt such a model of education
Kinetic description of fermion flavor mixing and CP-violating sources for baryogenesis
We derive transport equations for fermionic systems with a space-time
dependent mass matrix in flavor space allowing for complex elements leading to
CP violation required for electroweak baryogenesis. By constructing appropriate
projectors in flavor space of the relevant tree level Kadanoff-Baym equations,
we split the constraint equations into "diagonal" and "transversal" parts in
flavor space, and show that they decouple. While the diagonal densities exhibit
standard dispersion relations at leading order in gradients, the transverse
densities exhibit a novel on-shell structure. Next, the kinetic equations are
considered to second order in gradients and the CP-violating source terms are
isolated. This requires a thorough discussion of a flavor independent
definition of charge-parity symmetry operation. To make a link with
baryogenesis in the supersymmetric extension of the Standard Model, we
construct the Green functions for the leading order kinetic operator and solve
the kinetic equations for two mixing fermions (charginos). We take account of
flavor blind damping, and consider the cases of inefficient and moderate
diffusion. The resulting densities are the CP-violating chargino currents that
source baryogenesis.Comment: 33 pages, 6 figure
Axial Currents from CKM Matrix CP Violation and Electroweak Baryogenesis
The first principle derivation of kinetic transport equations suggests that a
CP-violating mass term during the electroweak phase transition can induce axial
vector currents. Since the important terms are of first order in gradients
there is a possibility to construct new rephasing invariants that are
proportional to the CP phase in the Cabibbo-Kobayashi-Maskawa matrix and to
circumvent the upper bound of CP-violating contributions in the Standard Model,
the Jarlskog invariant. Qualitative arguments are given that these new
contributions still fail to explain electroweak baryogenesis in extensions of
the Standard Model with a strong first order phase transition.Comment: RevTeX, 8 pages, 6 figure
Satellite Servicing in the Space Station Era
Repair and serv1c1ng of orbiting satellites in the Space Station era will realize significant enhancements to the capabilities available to date. The first on-orbit repair of an orbiting satellite was demonstrated in 1972 on the Skylab mission using makeshift tools, procedures, and Extravehicular Activity (EVA) techniques. Subsequently, in 1984, the repair and resultant extension of the Solar Maximum Mission (SMM) took full advantage of the spacecraft\u27s having been designed at the outset to be repaired and modified on orbit. Although this mission, among others performed by the Space Transportation System (STS) (Westar 6, Palapa 8-2, and Leasat F3), testified to the fact that much progress had been made in the on-orbit repair and servicing of satellites, it also served to highlight the areas in which considerable improvement and technology development were needed. The Space Station capabilities for on-orbit servicing will serve to provide these improvements and technology advances. By expanding on the servicing experience and capabilities provided directly by the STS, the Space Station will significantly enhance mission objectives of long-duration scientific missions, not only by repair and consumable replenishment, but also by the addition and replacement of scientfic instruments with upgraded versions. Major observatory missions such as the Hubble Space Telescope (HST), the Gamma Ray Observatory (GRO), and the Advanced X-ray Astronomical Facility (AXAF) will be among the beneficiaries of this new, enhanced capability. This paper will describe the satellite servicing capabilities planned for the Space Station
MSSM Electroweak Baryogenesis and Flavour Mixing in Transport Equations
We make use of the formalism developed in Ref. [1], and calculate the
chargino mediated baryogenesis in the Minimal Supersymmetric Standard Model.
The formalism makes use of a gradient expansion of the Kadanoff-Baym equations
for mixing fermions. For illustrative purposes, we first discuss the
semiclassical transport equations for mixing bosons in a space-time dependent
Higgs background. To calculate the baryon asymmetry, we solve a standard set of
diffusion equations, according to which the chargino asymmetry is transported
to the top sector, where it biases sphaleron transitions. At the end we make a
qualitative and quantitative comparison of our results with the existing work.
We find that the production of the baryon asymmetry of the Universe by
CP-violating currents in the chargino sector is strongly constrained by
measurements of electric dipole moments.Comment: 30 pages, 6 figures; minor changes, published versio
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Blown Away: a Case Study in Modulated Airflow through Digital Modeling and Fabrication
This paper describes an interdisciplinary project: the design and fabrication of temporary HVAC diffusers for the University of Louisiana Lafayette School of Architecture and Design to decrease and distribute air supply across the studio environment.
To begin the design process, we charged the students to record data measuring the air velocity around the existing diffusers using an anemometer, creating a grid of yarn to located points in space. In addition to collecting the numerical data, the student observed the movement of the lengths of yarn in response to the airflow. Once the students could visualize the movement of the air, they hypothesized on how best to control the air. Several designs provided variations on ductwork typology, featuring perforations or shaping flanges to distribute the air. By contrast, three designs employed rudders or fins and waterfall-like shelf structures to create spouts, conceiving of the air as a fluid. With a task to spread and slow the air, these solutions were destined to be most successful.
The project acts as a case study on data collection, research, and design for environmental factors. Students learned how to frame a research question, follow an organized practice of data collection and analysis, relate that data to industry-established standards, hypothesize about solutions through prototyping, test those solutions through digital analysis, and then verify hypotheses through empirical collection of data once their design was installed. This methodology allowed students to relate benchmarks established by ASHRAE’s standards for comfort to the qualitative experience of their own design. Additionally, this project serves as an example of cross-disciplinary research, and provides a model for college initiated grant development, specifically tailored to STEM
THE EDUCATIONAL VALUE OF CRAFTSMANSHIP: TAKING ACCOUNT OF THE DEEP STRUCTURE OF WESTERN THOUGHT AND ITS INFLUENCE UPON EDUCATION IN DESIGN
Criticisms of design education suggest that educational practices have failed to produce competent designers and, concurrently, failed to allow for participation in culture (Norberg-Schulz 1965, Rudofsky 1987, Ponce de Leon 2010, Norman 2011). These criticisms manifest themselves in questions of design methodology and in issues of race, class, and gender equity in both educational and professional practices; however, they have not engaged design education from the standpoint of educational philosophy. This dissertation begins a philosophical inquiry of those criticisms of design education by critically constructing a history and philosophy of design and design education. This construction suggests that design is, at a very basic level, analogous to the processes and practices associated with making (Frampton 1996, Sennett 2008). Resultantly, this work explores three ways of making—artistry, workmanship, and craftsmanship (Risatti 2007)—whose beliefs and practices are beneficial in understanding how educators might think about and teach design.
This exploration of ways of making engages the work of educational philosophers as a means of coming to terms with criticisms of design education. Building from Jane Roland Martin’s project of cultural bookkeeping (Martin 2011), this dissertation theorizes a taking account of ways of making that can influence how we understand design. Taking account allows for the identification of assets and liabilities that impact design education and, once identified, can be fostered or eliminated in educational practice. Taking account requires a methodological strategy that can identify those assets and liabilities associated with education in design. As practices in education both shape and are shaped by culture (Martin 2011), this work engages critical theories that have been applied to other cultural practices. This dissertation has adapted, associated, and applied approaches by feminist scholars (Warren 1990, Korsmeyer 2004, Harding 1993, hooks 2015, Lugones 1987, Laird 2014, Code 1991). It has engaged the writings of African-American educators (Du Bois 2014, Washington 1986) and critical race theory (Anderson 1988) when exploring the educational practices that characterize African-American education in the South. The perceived liabilities of vocational education emerge from an exploration of the works of educational theorists (Dewey 1966 and 1997, Coffey 1992, Hager and Hyland 2002, Lewis 1991).
In re-conceptualizing Vitruvius’ de Architectura as a treatise concerning the educational value of craftsmanship, this dissertation theorizes that his call for utility, durability, and beauty is a statement of the necessity of the designer—the architectus—to make judgements. This ability to make judgements—judgements that require the knowledge of epistêmê and the “know-how” of technê (Aristotle 1999 and 2004, Plato 1991 and 2002)—is the most essential skill of the designer if she is to attain the height of her profession; if she is to produce useful physical artifacts that assist in mediating human relationships with and in the world. Further, making judgements can be applied to other educational practices that require creative and critical outcomes (Churchman 1967, Schön 1983, Waks 2001)—it can be applied to practices in both design and general education. The ability to make judgments and the ability to recognize and accept that knowledge is not limited to the epistemic is a result of an education in craftsmanship. The educational value of craftsmanship is an educational theory that should provoke conversations among a variety of educational agents and, resultantly, lead to new areas of exploration in design education and in more general educational practices
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